398 1 12A power by years. in 500 Asian country an by defeating Russia –the first defeat of a European War. Then, in 1904–05, Japan surprised the world Japan defeated in the first Sino-Japanese nation. modern powerful In a 1894–95become systems. and established shipping companies and postal and navy. They built steel factories, and chemical methods of education. the army modernised They experimented with new models of government and the Japanese authorities, by led the emperor, the Meiji Restoration. From 1868 onwards, forbidding foreigners from entering Japan’s ports. fromcut the off rest of the world, with the shogun class dominated Japanese society. Japan was the Tokugawa (or period Edo the period) their capital in Edo (modern-day Tokyo). During Japanruled as shoguns, leaders, or from military of peace. From 1603 to 1868, the Tokugawa family By 1750, Japan was in the middle of along period –1918) (1750 Japan Unit 2AustraliaandAsia Japanese societyaround 1750? What wer oxford bigideas humanities9victorian curriculum

no wars? emperors, evenduringtimes whentherewere think theybecamemorepowerful thanJapanese the headsofpowerfulJapanese clans.Howdoyou ruled byshoguns,whoweremilitaryleadersand In the18thcentury,Japanwasafeudalsociety By the turn of the 20th century, Japan had TokugawaThe in 1868 ended period with e thekeyfeatures of 1 12B with Western powers? change asar How didJapanesesociety

decided tochangeitspolicy ofisolation? Can youthinkofpossiblereasons whyJapan Japan agreedtoopenitsports toAmericantrade. with othercountries.Thischanged in1854when For 200years,Japanshutitself offfromallcontact esult ofcontact DRAFT 1 12C the 20thcentury? interact withtheworldatstart of by worldeventsandhowdidJapan How wasJapanesesocietyinfluenced Source 1 Source

wars atthattime. HowdoyouthinkJapan achievedthis? yet managed to defeatboththesecountries insignificant Russia, however,Japanwas stillamuchsmallercountry, into apowerful,modernnation. ComparedtoChinaand By thestartof20thcentury, Japanhadtransformed

Th e Great Wave off Kanagawa Wave off e Great , a woodblock print by the artist Katsushika Hokusai (1760–1849) Hokusai Katsushika artist by the print , awoodblock

chapter12 chapter 12 japan (1715–1918) 399 12A What were the key features of Japanese society around 1750? 12.1 Japan 1750–1918: a timeline

1919 Paris Peace Conference. Japan demands and receives China’s 1825 Shandong province The shogun orders from Germany as a Japanese captains to sink spoil of war. However, foreign ships approaching a Japanese proposal to Japan ‘without hesitation’. outlaw racism is vetoed. 1790 The number of foreign ships seeking to land in Japan starts to increase. Many of these are Russian and American ships A book illustration depicting An illustration from a French seeking shelter from storms. a Japanese soldier in combat journal showing a Russian ship 1915 Mutsuhito, the Meiji Emperor, against the Chinese during being hit by a Japanese torpedo Japan presents its 1852–1912 the Sino-Japanese War during the Russo-Japanese War ‘21 Demands’ to China.

1868 1877 1904–05 The Meiji Restoration returns the The Satsuma Rebellion. The Russo-Japanese War. emperor to power, ending the Tokugawa Anti-modern samurai rise up to Japan surprises the world period. Edo is renamed Tokyo. defend their traditional way of life. by defeating Russia. 1600 1700 1800 1850 1900 1918

1853 1871 1894–95 1914 US Commodore Matthew Perry Japan starts to modernise. The The Sino-Japanese War. Japan fi ghts alongside Britain, arrives in the port of Edo and Iwakura Mission travels around Japan defeats China. Australia and the other Allied demands that Japan open to trade. the world in search of modern powers in World War I. 1600 ideas and technologies. establishes the , which rules Check your learning 12.1 Japan until 1868. Remember and understand 1 Who ruled Japan from 1600 to 1868? 2 Who successfully demanded that Japan open up its ports to international trade? DRAFT 3 What was the Iwakura Mission? Apply and analyse 4 Why do you think Japan surprised the rest of the world when it defeated Russia in 1905?

A Japanese fl ag fl ies over the Evaluate and create wreck of a gun left by the Germans 5 Conduct some Internet research to create a timeline of Japan’s Commodore Matthew Perry meeting imperial when they withdrew from Tsingtao involvement in World War I (1914–18), including up to 10 events. commissioners at Yokohama, Japan, 1854 (Qingdao), China, 1914. Samurai armour from the Tokugawa period

Source 1 A timeline of key events in Japan during the period 1750–1918

12.2 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 12.3 12A What were the key features of Japanese society around 1750?

During this period, Japan was mostly at peace. welcome. The only exception was about 2000 Chinese 12.2 The size and power Unlike Europe at this time, Tokugawa Japan fought no traders living in the southern city of Nagasaki. They major wars. There was also stability within Japan. The were not allowed to travel anywhere else in the country. other Japanese lords were not nearly as powerful as the Dutch traders were not even allowed to set foot in the shogun and dared not challenge his rule. Droughts and city. Instead, they could only land on a bleak, artificial of Japan in 1750 famines sometimes brought protests from farmers, but island called Dejima in Nagasaki harbour. Other the military stopped these easily. foreigners, such as the Spanish and Portuguese, were Japan was cut off from the rest of the world. From banned completely. As a result, the Japanese lived in a kind of time warp. Most Japanese people, including the In 1750, Japan had slightly different borders from those To the west lay the vast Chinese empire, ruled by 1635, the shogun forbade Japanese people from leaving rulers, remained unaware of advances in science and it has today. Almost all of the population lived on the the Qing Dynasty in Beijing. Between China and Japan the country and ordered any Japanese returning home technology taking place elsewhere in the world. three main islands of Honshu, Shikoku and Kyushu. sat Korea, while Russia held territories to the north and after living overseas to be executed. Foreigners were not The northern island of Hokkaido was also technically north-west. under Japanese rule, but in fact most Japanese lived on the southern tip of the island. They traded and The Tokugawa shogunate occasionally fought with Hokkaido’s indigenous Ainu people. Japan also received some tribute (money paid by Since 1600, Japan had been ruled by the Tokugawa family. one country to another in return for peace and trade), Japan had an emperor, who lived in Kyoto, but the real from the to the south, which were power lay with his military leader, the shogun, who was officially under Chinese control. based in Edo. The Tokugawa shogun made laws, took command of military matters and dealt with foreigners. JAPAN AND SURROUNDING COUNTRIES IN 1750

RUSSIA

Hokkaido

Beijing SEA OF JAPAN JAPAN KOREA Seoul Honshu

YELLOW Tokyo (Edo) Source 3 Himeji castle, rebuilt in 1600 by the feudal lord Ikeda Terumasa under the Tokugawa shogunate SEA Osaka Tsushima Strait Shikoku Check your learning 12.2 CHINA Kyushu Shanghai PACIFIC Remember and understand Evaluate and create EAST CHINA DRAFT OCEAN SEA 1 Who were the Tokugawa? 5 Conduct some Internet research to find out more s d n la 2 How were the borders of Tokugawa Japan different about Dejima, the island in Nagasaki harbour where Is

yu from those of Japan today? Dutch traders had to stay when visiting Japan. uk Ry Present your findings in a paragraph, describing Area of map 3 In which cities did the emperor and shogun reside? when it was constructed and how it was organised. Taiwan N Hong Kong Apply and analyse 4 Why do you think the shogun forbade any contact SOUTH CHINA 0 2000 km with foreigners? SEA Source 1 Source: Oxford University Press Source 2 A portrait of Tokugawa Ieyasu (1543–1616), the founder and first shogun of the Tokugawa shogunate

12.4 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 12.5 12A What were the key features of Japanese society around 1750?

ways to limit their power. One method the shogun courage and honour. They were supposed to be highly 12.3 Social organisation used to control the daimyo was a system called sankin disciplined and skilful in the use of their weapons. A kotai (meaning ‘alternate attendance’). Under sankin samurai was also meant to be frugal − despising money kotai , the daimyo who served the shogun most closely and commerce. A common saying of the time stated that as retainers would spend 6 months of every year in a good samurai ‘does not even know the price of rice’. Edo. All other daimyo were required to visit the capital Samurai expected to be treated with respect by those city of Edo every other year and to live there for a year, During the Tokugawa period, Japan was a feudal below them. Members of lower classes had to bow when before returning home to their domains. society; that is, a society organised by a system of a samurai passed by; if they were riding a horse, they had obligations between the ruler, nobles and common Emperor (Mikado) The shogun also demanded that all daimyo spend to dismount. Anyone who failed to do so risked death – The respected gurehead large amounts of money building public works such samurai had the right to cut off their head on the spot. people. Society was rigidly structured. Every of Japan. person had a role to play in society, and everybody as roads and seawalls. Alliances between daimyo were By 1750, the samurai had not been required to take was expected to behave in a manner appropriate to outlawed. The shogun also had the right to approve or part in any real fi ghting for around 150 years. There their class. disallow marriages between noble families, preventing were no wars, so they mostly functioned as offi cials, the formation of potential alliances against the accountants and policemen, wearing their swords for Tokugawa family. Finally, the shogun used spies to show rather than anything else. Many were more like The class system keep track of what the daimyo were doing. sportsmen than warriors. Emperor At the very top of the social Shogun Shogun The most powerful military lord (daimyo) Some samurai held important government positions who ruled Japan with his government. Samurai hierarchy sat the emperor. Daimyo The lords who Daimyo with good salaries. But many lower-ranking samurai were Although he possessed no real controlled their own Around this time, samurai (warriors) made up about very poor. In theory, all samurai received a wage from region of Japan. Samurai Samurai The professional soldiers bound by power in Japan, he commanded a code of loyalty and honour to a daimyo. 6 per cent of the total population. Each samurai wore a their daimyo. In many domains, though, the allowance great respect. Below the They protected his region and land. pair of swords – one short, one long – as a mark of their was not enough to live on. Samurai had to make money Peasants emperor came the nobles: the status. They protected and served their daimyo. elsewhere. Many borrowed from merchants. Others took shogun and the other daimyo Peasants, farmers and Samurai lived according to a strict set of values. jobs secretly, teaching swordsmanship or making small and their families. The rest of fishermen The largest social group These included loyalty to one’s lord, self-sacrifi ce, goods for sale. In the worst situations, a samurai might Japanese society was offi cially in traditional Japan. They were legally sell his swords or try his luck at gambling. bound to the person who owned or divided into four classes: controlled the land they lived on. samurai, peasants, craftsmen and merchants. It was very rare for a person to move between Craftsmen classes. Source 1 The Merchants class structure of Tokugawa Japan The emperor According to legend, the emperor was a direct The shogun was expected to protect Japan from foreign descendant of the sun goddess . The Japanese interference. name for the emperor was Tenno, or ‘Heavenly The Tokugawa shoguns were extraordinarily wealthy. Sovereign’. By 1750, the emperor was little more than The Tokugawa extended family directly controlled a fi gurehead with no real power. Instead, the emperor’s about one-third of Japan’s agricultural land. They held role was ceremonial. He was the head of state and the important domains closest to the centre of the offi cially granted the Tokugawa family their titles and country and along the major trading routes between the right to govern. In reality, he lived isolated in his the biggest cities. This helped each shogun maintain his palace in Kyoto surrounded by his servants. Though he DRAFT position above other, rival noble families. had enormous prestige, he and his imperial court had little to do with the business of government and the Daimyo shogun in the capital of Edo. Japan was divided into roughly 250 large areas called The shogun han (domains). A hereditary (passing automatically from parent to child) lord or daimyo ruled each domain. The real ruler of Japan was the emperor’s leading Large domains had their own castles. The daimyo general, or shogun. The shogun lived at Edo Castle often made their own laws and set their own taxes. In where he and his advisers governed Japan. The shogun addition to this, they commanded impressive armies. Source 2 Soldiers force commoners to Source 3 Three samurai warriors dressed in their armour, photo c. 1900 was responsible for the welfare of the country as a whole The shogun regarded some of the daimyo with large kneel down as the shogun approaches; and, in particular, for relations with foreign powers. domains and armies as a potential threat and sought to remain standing, or even to look at the shogun, could mean immediate execution.

12.6 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 12.7 12A What were the key features of Japanese society around 1750? Peasants Outcasts Peasants were the largest group in Japanese society Tokugawa Japan included many groups of people who at this time, making up around 80 per cent of the fell below the five official classes. Butchers, undertakers, population. Most peasants were farmers, but the class executioners and leatherworkers lived in separate also included woodcutters, fishermen and workers quarters of villages and towns. Prohibitions forbade in mines. Though not as highly regarded as samurai, them from socialising with other classes, dressing like peasants were still accorded official respect because they them, or entering their homes. Other Japanese thought produced the food that all other classes depended on. of them as unclean. Other outcasts included criminals, Life for most peasants was very hard. Taxes were prostitutes, actors and travelling musicians. high and most farmers had to deal with poor living Outcasts were not always poor. Successful conditions, hunger and disease. Laws prohibited entertainers in the cities could maintain a good peasants from enjoying many of the luxuries of other standard of living and even have some kind of social classes such as decorative clothing and rich foods. In recognition. Undertakers and leatherworkers often some villages, peasants were even banned from brewing managed to do fairly well financially since there was sake (rice wine). Peasants were bound in service to their constant demand for their services. daimyo and needed special permission to travel. The shogun forbade peasants from carrying weapons such as long swords, short swords, bows, spears and Life for women in Tokugawa muskets. Nonetheless, the peasants often rebelled Japan during times of famine, using farming tools as weapons. Source 4 Japanese peasants in black coats from the Edo period They protested against the burden of taxes and Women in Tokugawa Japan occupied a subordinate position to men. They were normally dependent on sometimes tried to seize grain stores. The daimyo easily peasants because, in theory, people could live without men both financially and socially. Japanese philosopher and harshly suppressed these uprisings using their the goods they made. samurai forces, usually executing the leaders. Kaibara Ekken argued that women should accept At the bottom of the class structure were the men’s guidance and obey them in all circumstances. merchants. The merchants made nothing useful and did He suggested that women submit themselves to the Craftsmen and merchants not govern, or keep order, like the samurai. Instead, they ‘three obediences’ during the span of their lives. The next class under the peasants were the craftsmen. lived by trading and transporting goods, lending money First, a woman lived with her father and obeyed his Craftsmen were those who made goods and tools, and opening shops. Although Tokugawa society needed commands. Once she married, she lived with her including blacksmiths, printers, boatbuilders and their services, other classes commonly regarded merchants Source 6 An illustration of three women from the Edo period husband and deferred to him. Then, if her husband carpenters. Craftsmen received less official respect than as parasites who lived off the real labour of others. died, she obeyed the commands of her son. Whereas husbands, as well as carrying out domestic chores such men could take several concubines and other lovers in as cooking and cleaning. When times were very harsh, addition to their wives, women were expected to be poorer peasant families might sell their daughters rather faithful to their husbands. than starve. Girls were often sent to brothels, where Life was particularly hard for peasant women. They they remained until they paid off any debts owed by often worked in the fields alongside their fathers and the family.

Check your learning 12.3 DRAFTRemember and understand Apply and analyse 1 How much power did the emperor have? Explain 5 Summarise what life was like for the following three your answer. classes of people in Tokugawa Japan: peasants, 2 Identify three methods the shogun used to control craftsmen and merchants. the daimyo. Evaluate and create 3 Explain why some people were considered outcasts 6 Imagine you are a samurai in Tokugawa Japan. even though they were not necessarily poor. Write a short account of a typical day in your life, 4 Who were women expected to obey during their highlighting both the advantages and disadvantages lifetimes according to philosopher Kaibara Ekken? of your status at that time.

Source 5 An engraving depicting Japanese grain merchants from the Edo period

12.8 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 12.9 12A What were the key features of Japanese society around 1750?

The low arts 12.4 Japanese culture: The ‘low’ arts included the more popular forms of literature and theatre. Each city had its own beliefs and arts entertainment district called the ukiyo (meaning ‘floating world’), full of theatres, public baths and drinking places. Within the ukiyo, people could mix and ‘float’ above Different belief systems played an important role in birth and rebirth, or reincarnation. To escape this cycle, the cares of everyday life. shaping Japan during the Tokugawa period. Two and a one had to achieve enlightenment or freedom from Two of the most popular half centuries of peace under the Tokugawa shogunate desire. Buddhism remained popular under the Tokugawa. entertainments of the floating helped the Japanese arts to flourish. One particular type of Buddhism, called Zen, particularly world were the kabuki and bunraku appealed to samurai because it emphasised self-awareness theatres. Kabuki presented more Source 2 A noh performance in Kyoto Beliefs and control. The Tokugawa expected every person in action-filled stories than thenoh Japan to register with a Buddhist temple. theatre. It had complicated plots Three main influences on Japanese society during this The other major influence on Japanese society at this and needed more actors than noh. period were the Shinto and Buddhist religions and time was Confucianism. Confucius was a philosopher Bunraku was a kind of theatre Confucian philosophy. and teacher who lived from 551 to 479 bce in eastern that used puppets instead of Shinto is Japan’s native religion. Shinto taught that China. He argued that people should lead virtuous lives. actors. Puppeteers manipulated many features of the natural world, such as people, They should respect their elders and leaders and do their the puppets in full view of the animals, trees, mountains and rivers, are (spirits). best to fulfil their given roles in society. The official class audience, while special ‘chanters’ To maintain one’s wellbeing, it was important to structure of Tokugawa Japan derived originally from performed the voices of the puppets conduct rituals at Shinto shrines. There were many Confucian teachings. The shogun embraced Confucian from the side of the stage. different rituals. Some helped a person to acknowledge philosophy because it emphasised social stability and important kami. Others helped a person to cleanse loyalty to the ruler – in this case the shogun. Woodblock printing themselves of impure deeds. Artists captured life in the Buddhism arrived in Japan in the 7th century. Over Arts entertainment districts in colourful time, many Japanese people came to follow both Shinto woodblock prints known as ukiyo-e, Source 3 An 1865 woodblock print of a kabuki drama and Buddhist beliefs. Buddhism was based on the The arts during the Tokugawa period included ‘high’ art meaning ‘pictures of the floating teachings of Gautama Buddha, who was born in India forms such as noh theatre and the tea ceremony, as well world’. Woodblock printing was cheap and popular. To areas of the first. It took great skill to overlay the in the 6th century bce. Buddha taught that life was as the ‘low’ art forms such as kabuki theatre and puppet make a woodblock print, the artist carved the outlines different colours so that they fitted together perfectly. suffering and that all people were trapped in a cycle of shows. Whether high or low, nearly all arts drew on of the design onto a master block and applied ink to The designs could be extremely sophisticated. stories from the distant past. create the overall shape of the picture. Next, the artist Common subjects for the ukiyo-e included famous added colour by carving other blocks to exactly match kabuki actors, landscapes and scenes from society. The high arts Respectable entertainment for noble families and samurai included the ‘high arts’. Among these were noh theatre Check your learning 12.4 and the tea ceremony. By 1750, both noh and the tea • List four things you notice about this picture. ceremony were old practices, stretching back hundreds Remember and understand of years. 1 Identify the three main belief systems in Japan during • How many different blocks would have been DRAFT needed to make this print? Noh was a highly ritualised form of theatre in which the Tokugawa period. actors wore symbolic costumes and carved wooden 2 Explain why the shogun embraced Confucianism. • What are the main differences between this kabuki theatre and a modern theatre in Australia? masks to communicate to the audience which characters 3 What qualities did Zen Buddhism emphasise? they were meant to portray. The actors chanted or sang Evaluate and create their lines rather than speaking naturally. Apply and analyse 6 There was also a strong literary tradition during the The tea ceremony was another highly formal practice. 4 Why do you think Japanese society during the Tokugawa period. Poetry was one of the popular During the ceremony, a host prepared tea for one or Tokugawa period differentiated between ‘high’ and genres. Conduct some research into haiku, which several guests. Tradition dictated every action of the tea ‘low’ arts? are short three-line poems. Compose your own ceremony, from the precise actions used by the host in 5 Examine the woodblock of a kabuki performance in Source 1 A monk meditating by a Zen rock garden. The haiku in English. garden is designed to stimulate meditation and the white gravel pouring the tea to which side of the cup each guest would Source 3. represents water or space. drink from. Conversation also followed a formal order.

12.10 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 12.11 12A What were the key features of Japanese society around 1750? 12A rich task skilldrill: Using the Internet to find Edo relevant, credible and reliable sources Identifying and locating relevant sources By 1750, Edo (modern-day Tokyo) was the using ICT world’s largest city, with more than one million Being able to locate relevant primary and secondary inhabitants. Only 150 years earlier, Edo had sources using the Internet is an important historical been a much smaller fishing town, surrounded skill. However, you need to keep in mind that not all by swamps, but the city grew quickly after information you find on the Internet is necessarily true, the first Tokugawa shogun chose Edo as accurate, reliable or useful. So, in addition to being able Source 2 A woodcut of the Edo his capital in 1603. The shogun lived and to find source material online, you need to be able to Bridge, with a clear view of Mount governed from Edo Castle at the city’s heart. evaluate the reliability, credibility and usefulness of the Fuji, Japan’s highest mountain, in the background, by Utagawa Hiroshige Edo contained many mansions for the information you find. Use the following steps to apply this skill: daimyo and their servants. The most important Step 4 Assess the reliability of each site by asking yourself: Step 1 Identify key words related to your topic and type daimyo had their mansions within the outer • Who is the author or creator? If it is an individual, Extend your understanding these into a search engine such as Google. (Use only moats of Edo Castle itself, whereas lesser do they have their credentials listed (e.g. a degree these key words; do not type in whole sentences or 1 Why did Edo grow so quickly during the Tokugawa daimyo built their homes further away. The or a title)? If it is an organisation, is it a reputable questions.) Period? organisation like a government or university castle was huge, with a complicated system of 2 What did the inhabitants of Edo do to give themselves Step 2 Add further relevant key words to refine your department? courtyards, bridges and guarded gates. Outer more space for building? search if you cannot find what you want on your first • What is the purpose of the website? Is it trying to stone walls were up to 12 metres high and 3 Examine the map of Edo (Source 1). attempts. inform, persuade or sell? stretched for approximately 16 kilometres. a Copy or trace the main outlines of the map into Step 3 Look beyond the first page of results. The best • Is the site objective? Is the author’s point of view your notebook. results do not always appear first. biased? b Look carefully at the layout of the city. Using Beyond the castle and the • Is the information accurate? Can the information be different colours, shade in the locations of the residences of the lesser daimyo, verified if you cross-check it with other sources of following features according to your best guesses lived the townsfolk. These included information? based on the information above: merchants, fishermen and workers. As • Does the site contain spelling mistakes or i the residence of the shogun the city grew, they built their houses grammatical errors? (If so, this is usually an indication ii the mansions of the daimyo over former swampland, which they that the site is not particularly reliable.) iii areas of artificial land, reclaimed from swamps filled in with rubble left over from the or the sea. Apply the skill building of Edo Castle. Eventually, they c Give reasons for your choosing the locations you started to reclaim land from the sea as 1 Conduct an Internet search to locate and identify have. well. Because of this, Edo was full of relevant and reliable material about everyday life in Edo d Use the library and/or the Internet to do some canals, waterways and bridges. during the Tokugawa period, using the steps outlined more research on the layout of Tokugawa Edo. above. The most famous bridge was Explain whether your guesses for Question 3b were 2 From the reliable information sources you have found, the Edobashi (Edo Bridge), which accurate. prepare a table for completion of the positives and crossed the Nihonbashi River. Its DRAFT negatives of living in Edo during the Tokugawa period. western end was the starting point See the table below as an example of the sort of table for two main highways between you will need to set up. Remember to record the URLs Edo and the imperial city of Kyoto. of the sites you have found in the fourth column of Markets thrived under and around the table. the bridge, selling many different kinds of goods. The area near Edo Positives Negatives Neither positive or negative Information source Bridge was also a financial district, home to moneylenders and important businesses. With so much activity, Source 1 Edo in 1844–48. East is at the bottom of the map. Note the Tokugawa Edo was constantly changing. seal in the centre of the map.

12 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 13 12B How did Japanese society change as a result of contact with Western powers? 12.5 Contact with the West

The Tokugawa shogunate’s policy of isolation from the official policy of isolation, which was to last for the next rest of the world lasted from 1641 to 1853. By the mid- 200 years. 19th century, Western powers such as Britain, Russia Throughout the Tokugawa period, a limited number and the United States were pushing for Japan to open up of Japanese scholars learned Dutch so that they could to international trade and commerce. These countries study foreign books. Foreign knowledge was called wanted to sell their goods in Japan and moor their ships rangaku (meaning ‘Dutch studies’). Through rangaku, in Japanese ports. They put pressure on the Tokugawa these scholars read about some of the scientific advances shogunate to change their isolationist position. made in the West in disciplines such as medicine and astronomy. They also learned about events in the Early encounters with the West outside world.

Europeans had been visiting Japan since 1543, when The threat of Christianity Source 3 A 19th-century the first Portuguese sailors ran aground on one of One of the main reasons the Tokugawa shoguns wanted Japanese woodblock print its southern islands. For several decades after this, showing foreign steamships to exclude foreigners was the threat that Christianity Portuguese, Spanish, English and Dutch traders all came in Nagasaki harbour would spread throughout the country. The early to Japan. But in the 1600s, the shogun banned Spanish Portuguese and Spanish ships had brought Catholic and Portuguese ships from entering Japanese waters, Rebellion took place in southern Japan. Tens of Russian ships seeking shelter from storms. Others were Christian missionaries with them who had converted suspecting them of plotting to undermine his rule. The thousands of Christians protesting against tax increases ships making clear attempts to overcome Japan’s strict hundreds of thousands of Japanese. English ships went elsewhere. Only the Dutch traders and famine were killed by a samurai army. After this restrictions against foreigners. In response to attempts The first Tokugawa shogun, Ieyasu (ruled 1603–05), were allowed to stay. They had to live on a small, man- event, Christianity was made illegal. by foreign ships to defy these restrictions, in 1825, the feared that Christian missionaries would unite his made island called Dejima in Nagasaki harbour. The Throughout the 18th and early 19th centuries, shogun commanded Japanese ships to fire on foreign enemies against him. He also distrusted Christianity Dutch could not set foot on the mainland, and could Christianity was virtually invisible in Japan. Dutch vessels ‘without hesitation’. Despite this, international because it asked believers to give their loyalty to the Pope only receive visiting ships a few times a year. All other traders living on the island of Dejima were not allowed pressure was growing for Japan to lift its restrictions on – a foreigner – before their loyalty to the shogun. Then, Westerners were strongly discouraged from entering to have bibles or crucifixes. Authorities searched foreign foreign trade and to allow foreign ships in its harbours. in 1637, a massive uprising known as the Shimabara the country. This was the start of the government’s books and censored references to Christianity. Despite this, small numbers of believers carried on worshipping in secret. Check your learning 12.5

Fumi-e Remember and understand Perhaps the most remarkable illustration of the 1 Why was Christianity illegal in Tokugawa Japan? Tokugawa shogunate’s determination to keep 2 What did the Japanese have to do to prove that Christianity out of Japan was the annual ritual of they were not Christians? fumi-e. Each year, every person in Japan had to visit their local Buddhist temple to complete the ritual. On 3 What was the Japanese word for ‘foreign studies’? arrival, each person had to show their contempt for What did it actually mean? DRAFTChristianity by treading on a crucifix or a picture of Apply and analyse Jesus or the Virgin Mary. Anyone who refused to walk 4 Write a short paragraph explaining why the on the Christian images could be questioned. If they Tokugawa shogunate banned nearly all trade and refused to deny their Christian faith, they were tortured or killed. interaction with foreigners. Evaluate and create Growing concerns over foreign 5 Imagine you are a Dutch trader on Dejima (see contact Source 1). Write a letter home to your family Source 1 Nagasaki harbour, by Kawahara Keiga, c. 1800–50. Dutch and Chinese Source 2 Japanese in Nagasaki prove describing your hopes and fears, events on the ships lie at anchor near the small, fan-shaped island of Dejima, north of the city. their loyalty to the shogun and their From the 1790s onwards, increasing numbers of foreign island, and your impressions of the Japanese. Dejima was a Dutch trading post from 1641 until 1853. contempt for Christianity by treading on ships started to visit Japan. Many were American and a crucifix, 1760.

14 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 15 12B How did Japanese society change as a result of contact with Western powers? 12.6 The arrival of keyconcept: Significance The unequal treaties Extraterritoriality Two years after the signing of the Treaty of Kanagawa, Extraterritoriality was an agreement that Westerners US Commodore Perry who broke Japanese laws were not tried and sentenced the US government started to demand a new agreement. The new American ambassador to Japan, by Japanese courts or officials. Instead, they were Townsend Harris, urged the Japanese to grant more arrested and then handed over to Western diplomats, rights to American traders. Ambassador Harris argued who would judge them themselves. To many Japanese, this part of the treaties was doubly humiliating. First, it In 1853, 60-year-old US Commodore Matthew C. Perry arrived in Japan that Britain had used its military power to seize control with four warships of the United States navy. Perry was there to deliver a of large parts of China in the Opium Wars of 1839–42, implied that Japanese laws did not matter; second, it letter from the US president, asking for trade to be established between the and was again at war with China in 1856. He also showed that the foreigners did not trust Japanese legal United States and Japan. It also requested the right for American ships to be implied that by signing an agreement with the United officials to be fair. able to refuel and take in food and water at Japanese ports, and for better States first, the Japanese would be able to prevent the Low tariffs treatment of American sailors. same thing from happening to them. Tariffs are taxes that governments around the world Having sailed around Edo Bay, Perry demanded to be allowed to land Harris was successful and, in 1858, Japan and the place on imported goods. The idea behind tariffs is to and deliver his letter ‘to the emperor’ (by which he meant Japan’s true ruler United States signed the Treaty of Shimoda. This was make foreign goods more expensive, so that people – the shogun). Realising that their ships and weapons were no match for the first of the so-called ‘unequal treaties’ between within a country buy locally made items instead. The Perry’s, the government agreed. Perry landed and handed the message to Japan and various Western powers. Over the next 10 unequal treaties limited Japanese tariffs on foreign a senior official. years, Japan signed such treaties with the United States, goods to about 5 per cent of an item’s cost. But The shogun and his advisers knew that their military would be powerless Britain, Russia, France, Prussia and the Netherlands. The Western countries generally imposed tariffs of around against the Americans if they refused. In March 1854, the Japanese unequal treaties gained the name because almost all 15 or 20 per cent. This uneven arrangement gave reluctantly agreed to sign a treaty (known as the Treaty of Kanagawa) historians agree that they were unfair. They benefited the Western countries an unfair advantage in trade. granting limited trading rights to the Americans. They opened up the ports Western powers at the expense of weaker Japan. of Shimoda (on the Izu peninsula to the south-west of Edo) and Hakodate ‘Most-favoured nation’ status (on the northernmost island Hokkaido) to American ships and allowed an Treaty ports Each country who signed an unequal treaty with Japan American consul to live in Shimoda. More deals soon followed. The unequal treaties granted Western powers (such as demanded ‘most-favoured nation’ status. The countries To celebrate the signing of this treaty in 1854, the Americans and the the United States, Britain and Russia) the right to live that became ‘most-favoured nations’ received all the Japanese exchanged gifts and provided entertainment. The Japanese put on and trade in specific Japanese ports. These ports came benefits of any new agreements that Japan signed with a display of sumo wrestling. The Americans brought with them champagne to be known as ‘treaty ports’. Foreigners could also anyone else. Over time, this meant that Japan inevitably and whiskey, an electric telegraph system and a working model steam train, Source 1 US Commodore practise their religion in the treaty ports. Though these gave away more and more privileges, since each time complete with tracks, for the Japanese officials to ride on. Matthew C. Perry ports were still Japanese, foreigners controlled many one country wanted something new, the other countries aspects of life within them. claimed it as well.

Check your learning 12.6

Remember and understand b What does this picture reveal about Japanese 1 Give two reasons why the United States wanted attitudes to foreigners at this time? DRAFTJapan to open its harbours to foreign ships. 4 Some historians have suggested that the gifts given 2 Describe the main features of the unequal treaties. by Commodore Perry to the Japanese at the signing of the Treaty of Kanagawa in 1854 were meant to Apply and analyse make a point to the Japanese officials. What point 3 Examine the Japanese watercolour of US do you think he might have been making with these Commodore Matthew C. Perry (Source 2). gifts? a What attitude towards Commodore Perry does Evaluate and create the artist convey? Explain which features of the picture give you that impression. 5 In your opinion, which was the worst feature of the Source 2 An 1853 Japanese Source 3 Commodore Perry’s gift of a railway to the Japanese in 1853 unequal treaties for Japan? Why? watercolour of Commodore Perry

16 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 17 12B How did Japanese society change as a result of contact with Western powers? 12.7 The Meiji Restoration

By the 1860s, Tokugawa Japan was in crisis. The shogun together rebelled against the shogun. Although the appeared helpless to stop the increasing power of shogun’s soldiers greatly outnumbered them, the foreigners within Japan. Critics blamed the shogun for Satsuma and Choshu forces had better weapons and signing the unequal treaties and demanded that he equipment and were able to win. They captured Edo expel the Westerners from the country. In 1863, the and renamed it Tokyo, meaning ‘Eastern capital’. The emperor decreed that ‘the subjugation of the hated last Tokugawa shogun resigned. This signalled the start foreigner is the greatest of national tasks facing us’. of the Meiji period. Several domains, including the powerful south-western territories of Satsuma and Choshu, called for the New ideas shogun to resign. Satsuma and Choshu were were traditional enemies The emperor did not rule alone. His chief advisers and of the Tokugawa family. Both domains called for a officials were all men from Satsuma and Choshu. They return to ‘true’ Japanese values. They started to agitate did not want Japan to end up carved up like India or for the removal of the shogun and restoration of the China – both of which had proved too weak to protect Source 3 The Japanese parliament is opened by the emperor in Tokyo, 29 November 1891 emperor’s power. Choshu embarrassed the shogun by themselves against European aggression. Britain, France, Germany and Russia had forcibly taken over much of firing on foreign ships from its forts, in breach of the A new type of government treaties. Meanwhile, the Choshu and Satsuma daimyo India’s and China’s territory and government. The Meiji keyconcept: Evidence were arming their soldiers with modern weapons emperor and his advisers feared that unless they built After the introduction of the Charter Oath, the secretly bought from the foreigners. up Japan’s strength quickly, their own country might The Charter Oath traditional class system was abandoned and all men follow. The Meiji government realised that they needed theoretically became eligible to rise to government In 1867, Emperor Komei died. His son, Mutsuhito, The Meiji reformers saw that to win the respect of to create a modern army and navy, and upgrade local positions, as long as they possessed the necessary talent. was proclaimed as the Meiji emperor the same year the Western powers they needed to change many at 17 years of age. Meiji means ‘enlightened rule’. industry with the latest technology. Government no longer belonged to the daimyo and aspects of Japanese society. After taking power in In January 1868, the Satsuma and Choshu daimyo samurai classes. One of the greatest changes was the 1868, the Meiji emperor signed a ‘Charter Oath’, abolition of the domain system. Traditional domains outlining five principles for the new society. The governed by daimyo were reorganised into prefectures Charter Oath promised that the new era would allow with their own new borders. In many cases, former ordinary people more personal freedom as well as a daimyo continued to wield power as governors of the new greater say in government. prefectures, but the positions were no longer hereditary, and some daimyo were removed from power completely. Source 2 The five articles of the Charter Oath Eventually, the Meiji government adopted a ARTICLE 1. Deliberative assemblies shall be widely constitution setting out the rights of Japanese citizens established and all matters decided by public and the responsibilities of government. The constitution discussion. was based on the German model. It reserved great ARTICLE 2. All classes, high and low, shall unite in powers for the emperor and his advisers, but nevertheless vigorously carrying out the administration of affairs introduced a limited form of democracy. DRAFTof state. ARTICLE 3. The common people, no less than the The Iwakura Mission civil and military officials, shall each be allowed to In 1871, the Meiji government sent a group of pursue his own calling so that there may be no ambassadors and scholars abroad on a 2-year journey. discontent. Named the Iwakura Mission after its leader Iwakura ARTICLE 4. Evil customs of the past shall be broken off Tomomi, the group travelled to the United States, Britain and everything based upon the just laws of nature. and other European countries, Egypt, Ceylon (modern- ARTICLE 5. Knowledge shall be sought throughout day Sri Lanka) and China. The aim of the mission was to observe Western methods of education, industry and the world so as to strengthen the foundations of government. They also hoped to argue for an end to the Source 1 Emperor Mutsuhito returning to his palace in Tokyo after the Meiji Restoration imperial rule. unequal treaties.

18 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 19 12B How did Japanese society change as a result of contact with Western powers?

Though the Iwakura Mission failed to convince the The government also used Western experts to help Western powers to revise the unequal treaties, it did set up a number of industries in Japan. The government successfully bring back vital information about Western was careful, however, not to repeat the mistakes made habits, values, industries and systems of government. by other Asian countries such as China, which they On their return to Japan in 1873, members of the thought had become too reliant on foreign expertise. mission recommended many reforms. They advised Instead, they ensured that foreign advisers stayed for a the Meiji government that Japan should borrow ideas short period of time (usually only a few years) and that from different European countries based on their they taught their skills to Japanese before they left. strengths. As a result, Japan based its new legal system The government also made the important decision on the French model, organised its navy according to to pay for the establishment of new industries such the British model, and based its school system on the as railways, mines and shipyards themselves, rather Prussian approach. than allow foreigners to build them. Although it would have been far less expensive in the short term to allow Adopting Western ways foreign investment, the government wanted to ensure Over the next 40 years, Western customs and values that the new industries were in Japanese hands. For this reason, they also eventually sold these companies spread across Japanese society. Christianity was Source 4 Members of the Iwakura Mission in 1872. Iwakura decriminalised in 1871 and the imperial court adopted Tomomi is sitting in the middle, in traditional Japanese dress. off cheaply to Japanese businessmen, keeping vital Western dress for formal occasions in 1869. Over the infrastructure under Japanese control. next 2 years, Western-style dress was introduced for government officials, and railway and post office workers Education and industry The new Japanese army were given Western-style uniforms. Japanese men and The Meiji government invested significant sums of The reform that arguably caused the greatest conflict women were encouraged to wear Western clothing, money to transform Japan’s education systems. It paid among the Japanese was the creation of the new including morning suits and dresses with bustles (see Western experts to come to Japan to teach medical Japanese army. During the Tokugawa period, each Source 5). Adopting Western dress was a way of showing science and establish universities. One year after the daimyo had maintained his own army of loyal samurai, that Japan had become progressive and modern. Meiji Restoration, the government opened Tokyo but the Meiji government was determined to create a These Western ways were not always well received by University. single modern conscript army. This new army was to be Source 6 Modern Japanese school uniforms are still based the Japanese population. In 1877, government officials The Meiji government also set up a new ministry organised and trained along Western lines. To achieve on 19th-century Prussian fashions. attended a Western-style fancy-dress ball. The event of education to manage the new education system. this, three of the largest prefectures – Satsuma, Choshu caused widespread outrage – most Japanese felt that The ministry was to ensure that all new schools and and Tosa – first combined their forces to create a new training methods. In 1873, the government introduced their leaders were not showing the dignity required of universities taught Western science alongside more imperial guard. nationwide military conscription (mandatory military their positions. traditional Japanese subjects. Having set this example, the Meiji government service) for all men on turning 21. They were expected expanded the force, equipping it with modern guns and to serve 4 years in the armed forces.

Check your learning 12.7

Remember and understand Evaluate and create 1 What was ‘restored’ during the Meiji Restoration? 6 Read the five articles of the Charter Oath signed 2 What was the Iwakura Mission and what did it hope by the Meiji Emperor in 1868. Then copy and to achieve? complete the table below, describing what you think DRAFT3 The samurai were effectively abolished as a class in the Charter Oath implies about the class system, the 1870s. What happened to them? democracy and education. 4 Why were the emperor and empress promoting Which article? What does it say? Western dress? The class system

Apply and analyse Democracy

5 Look at Source 6. Japanese school uniforms are Education echoes of the uniforms found in 19th-century Prussia. With your class, brainstorm elements in Australian everyday life that have been adopted from other countries or eras. Source 5 Empress Shoken promoting Western dress, 1887

20 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 21 12B How did Japanese society change as a result of contact with Western powers? 12B rich task skilldrill: title to come?

The Satsuma Creating and presenting an audiovisual presentation Rebellion A popular way to present the findings of a historical inquiry Not all Japanese were happy with the is to create an audiovisal presentation. To prepare and present a successful audiovisual presentation, follow creation of a modern military armed with these steps: firearms that deprived the former samurai of Step 1 Make sure you have have collected everything their traditional lifestyle. Military conscription that you have found out in your historical inquiry. This turned every man into a soldier, undermining will include any written research or findings, a list the status of the samurai as the warrior of sources you have used, and a range of relevant class. While many samurai joined the new images. military forces as officers, others clung to their Step 2 Decide on the best way to deliver your findings. traditions. Samurai from the former Satsuma You may choose to use Microsoft PowerPoint or Prezi. domain felt especially cheated. After all, Or you may like to create a website or a short film. they had been behind the restoration of the How you will present your findings may depend on the emperor. They had wanted to rid Japan of criteria set by your teacher. foreigners, but had not wanted to see the end Step 3 When delivering your presentation, keep the of their way of life or the destruction of their following in mind: livelihoods. • Rehearse your presentation, especially if you are working in pairs. Make sure you both know exactly what you have to do. Source 2 The defeated samurai rebels of Satsuma surrender to the soldiers of the modern Japanese army, 1877.

In 1876, the Meiji government prohibited samurai • Make a back-up copy of your preparation in case anything unexpected occurs, such from wearing the pair of long and short swords. This as loss of data. was a final affront. The samurai code emphasised that • Engage with your audience. Make eye contact, do not read from your notes, and a samurai’s swords were a symbol of his honour and prepare cue cards to help you remember your lines. Speak clearly and make sure your class − giving them up meant accepting a final loss of text and layout is as visually appealing as possible. prestige in the new Japan. • Make sure all your material is correct and contains no factual or spelling errors. In 1877, the Satsuma samurai rose up in revolt. • Speak slowly, focus on the purpose of your presentation and do not allow yourself to A samurai named Saigo Takamori led 15 000 men be distracted. against the new Imperial Japanese Army, which • Finish your presentation on a high note. numbered well over 30 000 troops. Both sides used rifles but, unlike the Satsuma samurai, the Imperial Apply the skill Japanese Army could replace lost men with new 1 Many people today regard Saigo Takamori as a hero. Others disagree. With a partner, conscripts. DRAFTuse the Internet or the library to find out more about Saigo and the Satsuma Rebellion. Even so, the vastly outnumbered samurai forces Prepare a presentation for the class in which you each present one side of the argument. fought so fiercely that the war lasted for 8 months. Make sure that you include at least two historical sources (such as an image or quotation) Eventually, imperial troops surrounded the Satsuma in your presentation. rebels and defeated them. Only about 40 rebels survived. Saigo was wounded in the final battle, but committed suicide before being captured. Overall, the Extend your understanding Satsuma Rebellion claimed 30 000 lives. It was the first major test of the new Japanese army. 1 Watch the 2003 US movie The Last Samurai. Write a brief review of the movie, including your opinion on the accuracy of the historical context depicted in the movie. Source 1 The modernisation of the army and the resulting Satsuma revolt inspired the movie The Last Samurai.

22 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 23 Editor: please cut back length of running header throughout unit 12C>> 12C How was Japanese society infl uenced by world events and how did Japan interact with the world at the start of the 20th century? 12.8 A major world power

The victory of the Imperial Japanese Army over the Satsuma rebels proved that the new, unifi ed military could function effectively. During the 1880s and 1890s, Japan continued to strengthen its army and navy. It equipped its offi cers with Western-style uniforms, up- to-date weapons, steamships and iron-hulled vessels. The Meiji government also pressed ahead with industrialisation, building weapons and textile factories, and large-scale mines for coal and metals. Tokyo and other Japanese cities grew rapidly, connected by modern railways and new roads. As a result, by the start of the 20th century, the United States and European nations acknowledged Japan as a major world power. The Japanese wanted Source 1 The ‘Rising Sun’ military fl ag of the Imperial these countries to recognise them as equals. To achieve Japanese Army this, they thought it was important to do two things. First, they had to convince the Western powers to end the unequal treaties that treated Japan as inferior. Second, the Japanese had to prove their new-found The second idea was in the importance of military power by capturing new territories. imperialism, expanding Japan’s infl uence, wealth and Source 2 An American cartoon showing Japan and European nations ready to dismember China in their imperialist struggle for territory by taking over control of other countries. territory, 1900 Nationalism and imperialism The Japanese saw that the powerful countries of the West had increased their power by exploiting weaker Two important ideas helped to shape Japanese thinking countries. Britain, France, the United States, Germany This was a notable victory for the Japanese, who had and the Europeans continued to distrust the ‘non- around the turn of the 20th century. The fi rst was and Russia had all used their military might to seize felt humiliated by the unfair agreements. The treaties European’ Japanese. Although they agreed to end the nationalism, the idea that all the people in a country territory from other nations. Alternatively, they forced had been evidence that the Western powers regarded unequal treaties, they continued to restrict Japanese belonged to the same nation and shared a national weaker countries to sign unfair agreements – as they Japan as inferior. Despite this advance, the Americans immigration and trade. identity. had already done to Japan. The nearest example of In 1750, Japan was made up of a group of separate Western imperialism was in China, where the European domains, each with its own laws, taxes and armed powers had taken over dozens of treaty ports and Check your learning 12.8 forces. Although, in theory, the shogun ruled over signifi cant areas of the countryside. The Japanese all domains, in reality, most people had little sense realised that if they were to be taken seriously by the Remember and understand Evidence of nationalism Evidence of nationalism in Meiji Japan in Australia today of connection to other parts of the country. Daimyo West, they needed to become imperialists as well. From 1 In your own words, explain the meaning of even sometimes called their domains ‘countries’ when the 1870s onwards, Japan started to expand into nearby ‘nationalism’. talking about them. countries. Ultimately, this led to confl ictDRAFT with other 2 Explain why Japan decided to become imperialist. By 1900, the situation was very different. Asian nations and eventually with Russia. 3 Why did the Japanese want to abolish the unequal b Hold a debate with members of your class on the Ordinary people shared a single government and treaties? topic: ‘Nationalism is strong in modern Australian they could contribute to government through elected Revision of the unequal treaties society.’ representatives. This helped build national pride. Apply and analyse The new education system also emphasised Japanese From 1871 to 1893, the Meiji government appealed 4 Historians suggest that Japan at the start of the 20th Evaluate and create unity. Teachers encouraged students to feel loyalty to to the Western powers to end the unequal treaties. century was infl uenced by the idea of nationalism. 5 Examine Source 2. Find out more about the struggle In 1894, the British were the fi rst nation to do so. the nation and to work for its betterment. Japanese a Use the table below to compare what you over China among Japan and European powers. Other countries followed in 1897. The Western powers people around the country took an interest in Japan’s know about nationalism in Meiji Japan to your Write a brief description of the situation with promised completely equal relations by 1911 – a sign relationships with the rest of the world. They celebrated observations about nationalism in Australia today. reference to the imperial powers depicted in the Japan’s military successes and looked forward to the end that they recognised Japan as a ‘civilised’, modern of the humiliating unequal treaties. nation, perhaps even a ‘great power’.

24 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 25 12C How was Japanese society influenced by world events and how did Japan interact with the world at the start of the 20th century? 12.9 Japan at war

By the end of the 19th century, Japan had an army and a navy to rival many other modern powers and began attempts to create its own empire. Japan went to war with China in 1894 and with Russia in 1904, and defeated them both. Source 2 A cartoon in the British magazine Punch Source 3 The Russian Bear in a tug-of-war with Japanese troops while The Sino-Japanese shows the British view of the Sino-Japanese War. the world watches. From the lid of a box of Christmas crackers, 1907 war (1894–95) The Russo-Japanese war Japan’s victory surprised and shocked the West. The plucky underdog had defeated the much larger Russia, In 1874, Japan fought China for (1904–05) leading some to call the Japanese the ‘British of Asia’. control of the Ryukyu Islands. Japan Others began to see Japan as a dangerous threat to won and formally claimed the As Russian presence in Asia grew stronger, Japan became international peace. Ryukyu Islands as part of its territory, increasingly concerned. Russia had forced them to give turning them into the Okinawa up Liaodong after the Sino-Japanese War of 1894–95. To Prefecture. the north, Russian lands were expanding dangerously Source 1 Japanese soldiers landing in China during the Sino-Japanese War, Check your learning 12.9 China and Japan clashed again, 1894–95 close to the Japanese island of Hokkaido. Japan needed this time over Korea. Traditionally, to protect its interests in the region. Remember and understand Korea paid tribute only to China even though Korea The Treaty of Shimonoseki In 1904, Japanese Admiral Togo Heihachiro made 1 Why was the Liaodong Peninsula so important? was geographically very close to Japan as well as China. In 1895, the Chinese accepted defeat. On 17 April, a surprise attack on Port Arthur, badly damaging the After the Ryukyu conflict, Japan demanded that China Chinese diplomats signed the Treaty of Shimonoseki Russian fleet and trapping the survivors in a long siege. 2 What reasons did Japan have for going to war with not send troops to Korea without warning. with Japan. In it, China handed over Taiwan and Russia sent its army via the Trans-Siberian Railway and Russia in 1904? In 1893, the Korean government asked the Chinese the Pescadores Islands and also ‘leased’ the Liaodong despatched its Baltic Fleet to rescue the Pacific Fleet 3 How was the Treaty of Portsmouth received in to send troops to help it suppress a local rebellion. Peninsula to Japan. This last territory was especially trapped at Port Arthur. Russia and Japan? Japan wanted to send the same number of soldiers. significant because the Liaodong Peninsula guarded The Trans-Siberian Railway was not equipped to Apply and analyse At first, China refused, but in the end both countries the sea route to Beijing, the Chinese capital. move massive numbers of troops, horses and weapons, sent occupying forces, and argued about when and and the response was slow. When the Russian soldiers 4 Look at Source 2. where their troops could be stationed. In 1894, this The Triple Intervention reached Manchuria, they became bogged down in a Who are the two figures in the picture quarrel erupted into what became known as the Sino- Japan’s easy victory alarmed Russia who was also weeks of combat against Japanese soldiers with newer supposed to represent? How do you know? Japanese War. trying to expand its empire in eastern regions of Asia equipment. Even so, the Russians believed the Japanese b What explanation can you give for the and northern China. Only a few days after the Treaty would be easily defeated. contrasting size of the two figures? The war and its outcomes of Shimonoseki, Russia persuaded her allies Germany c What do you think this cartoon suggests At the start of the war, most foreign observers expected and France to order Japan to return Liaodong to Outcome of the war about British attitudes at the time to the Sino- China. Realising that its forces were not yet ready to China to win because it was a much larger country and DRAFTIn 1905, Admiral Togo sank the Baltic Fleet at the Battle Japanese War? Explain your answer fully. fight these three Western powers all at once, Japan had many more soldiers and ships than Japan. However, of Tsushima. With Port Arthur doomed, the Russians reluctantly accepted. Evaluate and create Japan’s troops were better organised and trained, and its surrendered. The United States arranged the Treaty of equipment better maintained. Although Japan had the Russia then bought a 25-year lease on Liaodong Portsmouth, in which Japan took over Russia’s lease on 5 Design the front page of a newspaper from smaller force, it won nearly every battle. The Japanese and built a valuable railway that connected the Liaodong, Russia’s railway in Manchuria and the lower 5 September 1905, the day Russia formally destroyed much of the Chinese fleet and captured the peninsula to the Trans-Siberian Railway and Europe. half of Sakhalin Island, north of Hokkaido. However, surrendered to Japan. Decide whether your Korean city of Pyongyang. They then crossed into It also established a powerful naval base at Port the treaty was not welcomed in either country. A newspaper will be from Japan, Russia, the United China, taking control of the strategically important Arthur on the Liadong Peninsula. Japan was outraged Russian revolt seriously weakened the authority of the States or another country. Whichever country you Liaodong Peninsula and parts of the northern province by Russia’s actions. Over the next 10 years, the tsar (Russian emperor); while there were protests in choose, make sure that the image, headlines and of Manchuria. Japanese forces also sailed south. They hostility with Russia continued to simmer, turning Japan from a public who thought their victory merited text convey the attitude of your paper to the news. captured the Chinese-held Pescadores Islands near Taiwan. into war in 1904. more territory.

26 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 27 12C How was Japanese society influenced by world events and how did Japan interact with the world at the start of the 20th century? 12C rich task Source 2 Source 3 Step 2 List the various groups and people who may have Australian George Morrison, a former journalist turned adviser Kyle Mizokami, an expert on defence and security issues in Asia, been involved in or affected by this issue. to the Chinese government, summed up contemporary especially Japan, comments: Step 3 Identify their role or position in society. Japan in World suspicions in his diary: A deep-seated racism pervaded amongst the Allies and their Japan, while the Australian fleet was busy, nipped in treatment of Japan. While much Allied mistrust was well- Step 4 Locate some primary sources that provide War I and seized the Marshall Islands, enormously rich with founded in Japan’s obvious imperial ambitions, the scope evidence about their point of view or opinion on phosphate. What policing was it which permitted the of the country’s ambitions was, to some, more evidence of the issue. Japan fought in World War I on the side of preying of the German raider Wolf on British shipping for ‘yellow peril’ challenging the Western order. Unequal trade 15 months …? Did the Japanese in the common cause conditions between Australia and New Zealand and Japan Step 5 Analyse each source, using the following the Allies (primarily alongside the armies of do anything to facilitate the movement of Australian created friction, while Australia’s ‘Whites Only’ policy rankled. questions as a guide: Britain, France and Russia), seizing German foodstuffs to the Allies? The Marshall Islands surrendered K. Mizokami, ‘Japan’s baptism of fire: World War I put country on a • Why was the source written or produced? colonies in the Pacific and escorting to the British, not to the Japanese. It was the action of the collision course with West’, Japan Times, 26 July 2014 • Who was the intended audience of the source? Australian fleet in seizing Guam, etc. which enabled the How does that affect the source? convoys through far-eastern waters. capture of the island … Japan slipping in behind our backs. With the racial equality clause defeated, the conference placated the Japanese by allowing them to • What was the author’s message or argument? Japanese marines helped the British George Morrison, quoted in C. Pearl, Morrison of Peking, Penguin suppress a mutiny by Indian troops in Books Australia, 1970 keep hold of the former German colony of Shandong, Is the message explicit or implicit? What can the Singapore in 1915 and, throughout the a vast area on the Chinese coast. The decision caused author’s choice of words tell you? What does the Bolstered by its status as an Allied power, Japan also riots back in China and led Wellington Koo, the Chinese author choose not to talk about? war, Japanese industry sold arms and presented China with the ‘21 Demands’, which were delegate, to refuse to sign the Treaty of Versailles that • How does the author try to get the message other equipment to the Allies. A few designed to increase Japanese control of Manchuria and of officially ended World War I. across? Do they give a detached, balanced the Chinese economy. The demands were divided into five Japanese ships performed escort duties in account, or is it biased for or against the issue? groups: confirmation of Japan’s railway and mining claims Source 4 the Mediterranean, sailing on 348 missions • Compared to what we face today, what relevant in Shandong province; granting of special concessions Paul Reinsch, the US Minister to China, resigned in 1919, and rescuing over 7000 Allied personnel circumstances and experiences were different in Manchuria; shared control of the Han-Ye-Ping mining saying: from damaged or sinking ships. for the author of the source in the past? Some base in central China; access to harbours, bays and If [Japan], with all the methods it is accustomed to apply, examples might include religion, economy, family islands along China’s coast; and Japanese control, through remains unopposed, there will be created in the Far East the greatest engine of military oppression and dominance that life, technology. How do you think these factors and advisers, of Chinese financial, political and police affairs. the world has yet seen. experiences influenced their thoughts and actions? Many among the Allies felt that Japan was not doing its Britain and the United States opposed these demands. Source line to come??? XXXXXXXXXXX fair share, however. Instead, they believed that Japan The last group of demands would reduce China to little Apply the skill was pursuing a private agenda. Japan was happy to more than a puppet state, and was vigorously opposed 1 Consider Sources 1, 2, 3 and 4. Who wrote or created seize German possessions but ignored, for example, and eventually dropped. Japan gained little in the final skilldrill: title to come them? Identify and analyse the perspectives portrayed German raiders such as the Wolf, preying on Allied ships settlement of its demands, and lost prestige and trust in its in each source, using the steps above. in the Pacific. allies, Britain and the United States. Identifying and analysing the perspectives of people from the past The Paris Peace Conference Primary and secondary sources reflect and represent Extend your understanding At the Paris Peace Conference of 1919, the international many different perspectives, points of view, attitudes and values. People who create sources are influenced community set up a League of Nations devoted to 1 Consider Billy Hughes’ comments at the Paris Peace by their gender, age, family and cultural background, maintaining world peace. Japan proposed a racial equality Conference that ‘95 out of 100 Australians rejected the education, religion, values and political beliefs; by their clause in which all members would be treated equally, very idea of equality’. life experiences and the time in which they live. It is the ‘regardless of race or nationality’. The idea was vetoed by a What is your own reaction to this comment? historian’s job to make sure that they consider a range of several of the other nations, largely becauseDRAFT of the threat it b Based on your own observations, do you think perspectives in their investigations, allowing more voices presented to their immigration policies and restrictions back that Australian values about race and equality have to be heard and a more complete picture to be formed. home. changed? Explain your answer. Identifying and analysing the perspectives of different Billy Hughes, the Australian delegate at the conference, 2 Paul Reinsch warned that Japan would become the people is a very important historical skill. To do this, you threatened to walk out if it were even discussed, noting ‘greatest engine of military oppression and dominance need to understand the social, cultural and emotional that ‘95 out of 100 Australians rejected the very idea of that the world has yet seen’. contexts and factors that shaped people’s lives and equality’. a Based on what you have read, do you think his actions in the past. fears were justified? Follow these steps when applying this skill: Source 1 A Japanese siege gun in action against the German port b What evidence did he actually have in 1919? of Tsingtao, China, 1914. The Siege of Tsingtao was fought by Japan Step 1 Identify the historical issue around which there and Britain against imperial Germany. Photo taken by an unknown Japanese photographer. may be different opinions or interpretations.

28 oxford big ideas humanities 9 victorian curriculum chapter 12 japan (1715–1918) 29